Add to ORKGInternational audienceWe aim to identify the knowledge that a prospective teacher, Maria, uses in practice, focusing on her struggles and what she learned from her practical experience teaching rational number multiplication. Data was collected from lesson plans, observations, written reflections and semi-structured interviews. Maria developed her knowledge for teaching when anticipating solutions and errors and selecting representations. Reflecting on her practice, she realised that she was able to solve some tasks with symbolic procedures but could not represent them pictorially
This study aims to present a detailed analysis of didactic transposition of rational numbers from kn...
Abstract: The concept of rational number is taught at all educational levels from primary school to ...
In my synthesis paper, I described the struggle that students have understanding rational numbers. I...
International audienceWe aim to identify the knowledge that a prospective teacher, Maria, uses in pr...
ABSTRACT. In undergraduate mathematics courses, pre-service elementary school teachers are often fac...
International audienceIn this paper, we aim to understand, in a context of teachers’ collaborative g...
The aim of this study was to investigate differences in student teachers' and experienced teachers' ...
We construct mental representations of the world that surround us, which we use to understand realit...
International audienceIn different moments of teaching, such as in launching, exploring and discussi...
To promote understanding of rational numbers is challenging to teachers and prospective teachers, an...
This chapter presents a perspective about the exploratory approach as a possible way to enact inquir...
This article discusses the importance of visual models in problem solving, in the scope of rational ...
The use of different registers to represent mathematical concepts enhances understanding. For exampl...
Recognising teachers’ knowledge as one of the main factors influencing their practices and student l...
Prospective elementary mathematics teachers should be able to understand how their future students u...
This study aims to present a detailed analysis of didactic transposition of rational numbers from kn...
Abstract: The concept of rational number is taught at all educational levels from primary school to ...
In my synthesis paper, I described the struggle that students have understanding rational numbers. I...
International audienceWe aim to identify the knowledge that a prospective teacher, Maria, uses in pr...
ABSTRACT. In undergraduate mathematics courses, pre-service elementary school teachers are often fac...
International audienceIn this paper, we aim to understand, in a context of teachers’ collaborative g...
The aim of this study was to investigate differences in student teachers' and experienced teachers' ...
We construct mental representations of the world that surround us, which we use to understand realit...
International audienceIn different moments of teaching, such as in launching, exploring and discussi...
To promote understanding of rational numbers is challenging to teachers and prospective teachers, an...
This chapter presents a perspective about the exploratory approach as a possible way to enact inquir...
This article discusses the importance of visual models in problem solving, in the scope of rational ...
The use of different registers to represent mathematical concepts enhances understanding. For exampl...
Recognising teachers’ knowledge as one of the main factors influencing their practices and student l...
Prospective elementary mathematics teachers should be able to understand how their future students u...
This study aims to present a detailed analysis of didactic transposition of rational numbers from kn...
Abstract: The concept of rational number is taught at all educational levels from primary school to ...
In my synthesis paper, I described the struggle that students have understanding rational numbers. I...